EFL TEACHER’S BELIEF AND PRACTICE ON INTEGRATING ICT IN THE CLASSROOM: A CASE STUDY ON THE IMPLEMENTATION OF SAMR MODEL IN TEACHING READING DESCRIPTIVE TEXT AT MA ASSALAM, SUKOHARJO

Abstract

21st century learning demands the integration of Information and Communication Technology (ICT) in teaching and learning process. Regarding this issue, this research is aimed at investigating English as a foreign language (EFL) teacher’s belief and practices on the integration of ICT in English language teaching. To reach the objective, a case study on an individual teacher was used in this research. The participant was purposively and theoretically selected because she was considered as the informant who could give sufficient information to answer the research questions. Teacher’s interview and classroom observation were used as the data collecting techniques. Iterative data collection and analysis were conducted continuously till theoretical pattern of concepts and categories were achieved. The Substitution Augmentation Modification Redefinition (SAMR) model was used as the data analysis tool resulted from the classroom observation to reveal to what extent the teacher implements ICT integration. The results of this research indicate that the teacher believes that integrating ICT is very important as ICT has ability to make transformation of all educational aspects by making use of it to reach instructional objectives then the quality of teaching and learning will improve. The results also indicate that there is no discrepancy between belief and practice as the teacher has been integrating ICT in the classroom. However, the teacher is still on the substitution and augmentation stages in integrating ICT and hardly achieves modification and redefinition stages. These results suggest that teachers be prepared for ICT integration to create more meaningful learning in the classroom.

Keywords

• teacher’s belief, ict integration, samr model, efl context